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Cambridge Primary English With varied activities – including quizzes, matching and chants – these workbooks help your learners practise what they have learnt. Focus, Practice and Challenge exercises provide clear progression through each topic, helping learners see what they’ve achieved. Ideal for use in the classroom or for homework. Links to ‘Language focus’ boxes in the Learner’s Book provide more grammar practice.
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CAMBRIDGE
Primary English
• Activities take an active learning approach to help learners apply their knowledge to new contexts • Three-tiered exercises in every unit get progressively more challenging to help students see and track their own learning • Varied activity types keep learners interested • Write-in for ease of use • Answers for all activities can be found in the accompanying teacher’s resource
Workbook 2
O Level Additional Mathematics syllabuses (0606/4037) for examination from 2020
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CAMBRIDGE
Primary English
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Workbook 2
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Gill Budgell & Kate Ruttle
Original material Š Cambridge University Press 2020. This material is not final and is subject to further changes prior to publication.
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© Cambridge University Press 2021
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Contents
Contents 1
Friends and families
5
FT
2 Badges 31 3 All about sounds 63 4 Long, long ago 77
A
5 Computers and robots 99
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6 On a journey 121
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7 Stories by well-known authors 137 8 Underwater life 161 9 Creatures everywhere 183
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4 Living Things How to use this book
How to use this book 1
Friends and families
1.1 Friends at school
FT
This workbook provides questions for you to practise what you have learned in class. There is a unit to match each unit in your Learner’s Book. There are six or twelve sessions in each unit and each session is divided into three parts:
Focus
1 a How many letters are in these words? friends
photographs
families
class
b Which words have three claps or syllables? Underline them in the chart.
c Which word begins with a digraph? Circle it.
d Write in the missing letter at the end of these words.
Focus: these questions help you to master the basics
happ
A
famil
fl
e Which word above is the odd one out? Why? The odd word out is
because .
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1 Friends and families
D
Practice: these questions help you to become more confident in using what you have learned Challenge: these questions will make you think hard
Practice 2 a How many letters are in these words? million
brain
approximately
heart
b Which words have the same number of claps or syllables? Underline them in the chart above.
5
1.9 Mum and daughter fun
Challenge
c What is the same in each of these words? 3 Write these sentences Circle the patterns.again using speech marks and the correct punctuation. madam photograph Add who is saying each sentence. It doesn’t have to be Daisy or Mum.
kayak
d to Choose one set of letters to finish alltime. three words. Try use a another verb for ‘said’ each a
air
igh
If you eat your lunch, you 3 Writecan fourhave quiz some questions for a partner to answer. pudding. Challenge
4
b Speaking tip
use the quiz above for ideas.
aure‘If you eat your lunch, you can have some pudding,’ Dad suggested.
Write a word in each box. b
Original material © Cambridge University Press 2020. This material is not Eat finalwith and is subject to further changes prior to publication. your mouth
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A
acknowledgments
Original material Š Cambridge University Press 2020. This material is not final and is subject to further changes prior to publication.
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1 Friends and families 1.1 Friends at school
FT
Focus
1 a How many letters are in these words? friends
photographs
families
class
A
b Which words have three claps or syllables? Underline them in the chart.
R
c Which word begins with a digraph? Circle it. d Write in the missing letter at the end of these words. famil
happ
fl
D
e Which word above is the odd one out? Why? The odd word out is
because .
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1 Friends and families
Practice 2 a How many letters are in these words? million
brain
approximately
heart
FT
b Which words have the same number of claps or syllables? Underline them in the chart above. c What is the same in each of these words? Circle the patterns. madam
photograph
kayak
air
igh
R
Challenge
A
d Choose one set of letters to finish all three words.
D
3 Write four quiz questions for a partner to answer. Speaking tip
ure
Write a word in each box.
use the quiz above for ideas.
a How many letters are in these words? My quiz
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1.1 Friends at school
b Which words have
claps or syllables? Underline them.
My quiz
c Which words have three letters but one sound? Circle the words.
FT
My quiz
d Which word is the odd one out? Why?
A
My quiz
because .
D
R
The odd word out is
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1 Friends and families
1.2 A family adventure Focus Letters at the beginning and end can change the meanings of words. 1 Join the opposites. Underline the prefix.
happy lucky pack
Practice
unpack unwell
unhappy unlucky
A
well
unzip
FT
zip
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2 Add the letters –ly to the end of the underlined words to make a new sentence.
D
a Mr and Mrs Chen were tired from working all day. It was normal. Mr and Mrs Chen were working all day.
tired from
b The lights went out. It was sudden. went out.
, the lights
Adding the ending -ly to a word can change the kind of word it is.
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1.2 A family adventure
c ‘Wow! It’s so dark in here,’ said Ben. He was excited. ‘Wow! It’s so dark in here,’ said Ben
.
d It was just luck that Dad found a torch. , Dad found a torch.
A
Challenge
FT
e ‘I can fix the problem of Grandma’s melting ice-cream cake,’ said Ben. He was helpful.
D
R
Letters at the beginning and ending of words can change the meanings of words.
3 a Draw lines in one colour to join each word beginning or ending to its word and sentence. b Draw lines in another colour to join each word beginning or ending to its meaning.
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1 Friends and families
Word beginnings and endings
Word and sentence wonderful
Meaning
un–
‘none’ or ‘not’
re–
‘not’ or the opposite of the rest of the word
It was a wonderful adventure.
The torch was useless without batteries.
FT
useless
–ful
unusual
‘again’
It was an unusual evening.
recharge
‘a lot of’
A
–less
R
Amy had recharged her tablet.
D
c Write another word for each for these word beginnings and endings.
un
re
ful less
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1.3 Retelling and acting
1.3 Retelling and acting Focus 1 Fill in the gaps. Use the words in the boxes to help you. too
the
off
FT
to
only
Chen family
a It was an evening just like any other in apartment.
. It was a power cut.
b Suddenly, the lights went
c Mr Chen found his torch, but it was
a small beam.
A
d The apartment got hot and the fridge and freezer stopped . working melt.
R
e Grandma’s ice cream cake was going
Practice
D
2 Fill the gaps with missing verbs. a ‘Is everybody okay?’
Mr Chen.
a good idea to use the light from her tablet.
b Amy
c Ben had a good idea to eat the ice cream cake before it d Later, the power
.
back on.
e Then the problem was how to tell Grandma that they had
her cake. 11
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1 Friends and families
Challenge 3 Fill the gaps with nouns or noun phrases including adjectives. .
a It was an evening b Mr and Mrs Chen were
from work and the children were
playing on tablets.
d There was only a
FT
c Suddenly, the lights went off. The apartment was
.
from the torch.
will melt if it gets warm.
e The
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1.4 Describing what characters do
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Language focus
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I collect bottle tops, toilet roll holders, dead insects and bits of rock.
Remember that this is a comma , It tells us to take a short pause when we are reading. We can use it to separate items in a list. We need to put ‘and’ between the last two items in a list. 12 Original material © Cambridge University Press 2020. This material is not final and is subject to further changes prior to publication.
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1.4 Describing what characters do
Focus
Don’t add a comma if there are only two things in a list.
1 Tick the sentences that have commas in the correct place. Correct the others.
a I have an older brother, a younger brother and a sister.
FT
b We searched all day for, sticks, stones, and shells. c The box was full of feathers pebbles and, seeds.
Practice
A
d I have an old collection of toy cars, vans, lorries and garages.
2 Use the words in the list to complete the sentences. Add commas and ‘and’ in the right places.
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a I collect
stamps
.
joke books
D
dolls
b On the school trip I was in a group with .
Anish
Zoe
Paulo
c At the zoo I saw
Ann
. monkeys
parrots
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1 Friends and families
d I have a collection of small things like .
coins
gems
petals
shells
Challenge
FT
3 Rewrite the sentences using commas and ‘and’ in the correct places.
a In my family I have a mum and a dad and a brother and a sister.
R
A
b Beno and Omar and Hamidi and Zayan are my best friends at school.
D
c My younger sister collects bugs and leaves and twigs.
d I collect games and quiz cards and jokes.
e I can make origami fish and swans and frogs and boats.
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1.5 Challenges and excuses
1.5 Challenges and excuses Language focus
FT
We can use verbs ending in –ing to talk about things that are happening now. We can use verbs ending in –ed to talk about things that happened in the past. Verb
–ing
–ed
check
He is checking.
He checked.
Be careful: some verbs are irregular! He is flying.
He flew.
A
fly
Focus
R
1 Fill in the gaps with verbs ending in –ed or –ing. pushed
flying
swinging
landed
D
checked
Everything used to be peaceful. But then one day I got a great idea. I was I
Then I
and I could see the sand pile almost under me.
to make sure there were no trucks in it. off from the swing. It was like
.
There was a minute when I was sitting still in the air and then it was like parachuting. I
in the sand pile.
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1 Friends and families
Practice 2 a Fill in the gaps with verbs ending in –ed or –ing. Use these words to help you. They are different from the verbs in the story. b Draw a picture in each box. tied
It was Huey’s turn. 1 He
wanted
to put on his baseball cap. his lucky shirt. excuses.
3 He was
his shoe laces.
R
4 He
jumped
A
2 He
needed
making
FT
wasted
5 He
his turn.
D
6 He had
down from the swing.
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1.5 Challenges and excuses
Challenge 3 a Replace each underlined verb with a different one ending in –ed or –ing. b Draw a picture in each box. • Everything used to be peaceful. But then one day I got
a great idea.
FT
• I was swinging and I could see the sand pile almost under me. I checked to make sure there were no trucks in it. • Then I pushed off from the swing.
A
• It was like flying. There was a minute when I was sitting still in the air
.
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• And then it was like parachuting I landed in the sand pile.
• “All right!” Gloria said. She got in the swing.
D
In a minute she flew just like me.
too,
• “Your turn, Huey!” I said.
• “OK,” Huey said sound very excited. • “Hurry up, Huey!” Gloria said
. He didn’t .
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1 Friends and families
1.6 Brother trouble Focus FLOUR
FLOUR
1 a Tick the things Julian’s father put into the lemon pudding.
FT
FLOUR
A
FLOUR
FLOUR
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b Draw your favourite pudding and write what you put in it. FLOUR
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1.6 Brother trouble
Practice 2 Write an A–Z of puddings. Finish writing the letters of the alphabet first. Then think of a pudding name that has a word beginning with each letter. A for apple pudding
B
C
D
E
FT
J for jungle jam pudding
O
A
Q
X
R
Z
Challenge
D
3 Sort these puddings into alphabetical order. Number them 1–8.
Quick queen’s pudding
Soft sugar pudding
Tasty toppe d pudding
Fancy filled pudding Crunch and crack pudding
Hot honey pudding
Best biscuit pudding
Gorgeous gli ttery puddin g 19
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1 Friends and families
1.7 Sequencing and adding to a story Focus 1 Sort the sentences into the correct order. Write a number to show the order. a Huey and Julian guarded the pudding.
FT
b Father took a nap. c Huey tasted the pudding and then so did I!
d Father made a pudding – a wonderful pudding!
Practice
A
e Huey and Julian helped him make it.
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2 Sort the words into the correct order. Write the sentence and add the correct punctuation.
D
a are you make going to what
b will like raft it taste a whole lemons of raft
c squirted my in eye juice
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1.7 Sequencing and adding to a story
Challenge 3 Sort the letters into the correct order to spell the word. The first letter of the word is underlined.
A
FT
kchinte ddiupng queeedzs onmel
D
R
4 Write a sentence for each word.
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1 Friends and families
1.8 Describing what characters say We can use an exclamation mark for a statement that we want to say with force or for a phrase that begins with What . . . or How . . . !
Focus
FT
1 Label these sentences and phrases. Write S for a statement or Q for a question. a Why can I never find my keys?
b Close your mouth and eat your food. c Will you listen to me, please?
A
2 In your reading book, find an example of these things. Write the example in the space.
R
a a statement or sentence
D
b a question
Language focus
Remember, we use a full stop at the end of a sentence or statement. We use a question mark at the end of a question. ?
.
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1.8 Describing what characters say
Practice 3 Add the punctuation to each of these sentences and phrases. a Did you hear what I said b Don’t stare, it’s rude c I won’t tell you again
FT
d Why do you not listen 4 Write an example of your own.
b a question
R
Challenge
A
a a statement or sentence
5 Add all the missing punctuation to each of these sentences and phrases.
D
a shall I write it down for you b this is a wonderful gift
c how did you know
d put all your stuff away now please e don t whisper its rude
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1 Friends and families
1.9 Mum and daughter fun Language focus Speech marks look like this “ . . . ” or this ‘ . . . ’. They show when someone starts and stops speaking.
FT
Focus 1 Add the speech marks for these sentences. a Eat your peas, said Mum.
b I don’t like peas, said Daisy.
c If you eat your peas, you can have some pudding, Mum said.
Practice
A
d I like green beans, Daisy said.
R
2 Look at the chart. Add speech marks to the sentences in the boxes. Mum speech
D
Daisy speech
'I don’t like anything green,' said Daisy. Daisy said, I don’t like the taste of green vegetables!
Hurry up and eat your peas, Daisy! shouted Mum. Mum asked, What do you like?
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1.9 Mum and daughter fun
Challenge 3 Write these sentences again using speech marks and the correct punctuation. Add who is saying each sentence. It doesn’t have to be Daisy or Mum. Try to use a another verb for ‘said’ each time. a ‘If you eat your lunch, you
If you eat your lunch, you can have some pudding.
can have some pudding,’
Dad suggested.
b
A
b
FT
a
c
R
Eat with your mouth closed!
c
D
Hurry up and eat your lunch.
d
d
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1 Friends and families
1.10 Exploring language Language focus
FT
We use these words when we talk about the number of something: how much or how many. some more a lot of We can use: all no any most lots of
Focus
1 Read these sentences. Underline words that tell you how much or how many.
A
a There are lots of things I like eating.
b I ate some olives but I didn’t like the black ones.
R
c We don’t have any ice cream at home. d There are no vegetables on my plate.
D
e I have got more sweets than you.
Practice
2 Answer these quiz questions. Use one of the words in the box above in each answer. a How much milk do you drink?
b Do you eat more vegetables or more fruit?
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1.10 Exploring language
c If you had a chocolate bar, how much would you eat?
d If you have a bag of sweets, how many do you share?
FT
e What would you eat a lot of?
Challenge
Tip
A
3 Fold and cut a piece of paper into six pieces. Write a number on each piece of paper 1-6. Put the number cards in a bag. Mix them up. 4 Pick a number card.
Put the number card back in the bag and mix the cards up each time.
R
a Write a sentence for that number. Write a sentence using:
1
all
2
more
3
most
4
lots of
5
no
6
any
Write your sentence
D
If you pick
b Keep picking until you have a sentence for all the numbers. 27 Original material Š Cambridge University Press 2020. This material is not final and is subject to further changes prior to publication.
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1 Friends and families
1.11 Planning and writing a funny family story Focus 1 Fill the gaps using one of these words. or
but
FT
and
a You can eat some pudding b You don’t have to wash
brush your teeth.
A
c You can have anything you like
stay up for an extra hour.
she does not like
R
d Mum wants Daisy to eat her peas brussel sprouts.
you must eat your peas.
Practice
D
2 Write one sentence for each pair using the words above in Focus. a I’ll buy every supermarket. I’ll buy every sweetshop.
b You never have to go to bed again. You never have to go to school.
c I will buy you anything you want. I want you to eat your peas.
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1.12 Look back
d I do want all those things. I don’t like peas.
Challenge 3 Write your own sentences using these words. and
FT
but if because
Focus
A
1.12 Look back
R
1 Choose a piece of your own story writing.
D
a Re-read your writing to check for mistakes, to see what is good and what you can improve. b Fill in the chart.
What is good?
Why is it good?
What can you improve?
What you think
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1 Friends and families
Practice 2 a Ask a partner to read the same piece of writing. Then ask for their feedback. Fill in this chart.
What others think
Why is it good?
What can you improve?
FT
What is good?
Challenge
A
b Highlight what you will try to do next time.
3 Find a story about family life you would like to read. Look at home, in the school library or online.
D
R
4 Draw a picture of the story here and say why you want to read it. How could it help you to improve your own reading and writing?
30 Original material Š Cambridge University Press 2020. This material is not final and is subject to further changes prior to publication.